their private interests to his cause, it must not be
forgotten that he first laid himself and all that he had upon the same
altar. His nature was one that naturally inspired reverence and
loyalty, and drew from his associates the most extraordinary devotion
and self-sacrifice. Then, as now, women were peculiarly attracted by
his burning enthusiasm, his prophetic utterances, and his lofty views
of their sex and its mission; and then, as now, the almost fanatical
zeal of his followers is perhaps to be explained by the fact that he
gives a new world-view to his students,--one that produces much the
same effect upon the character as the spiritual exaltation called
"experiencing religion."

He was twice married, in each case to a superior woman of great gifts
of mind and character, and both helpmates joyfully took up a life of
privation and care that they might be associated with him and with his
work. Those memorable words spoken of our Washington,--"Heaven left
him childless that a nation might call him father," are even more
applicable to Froebel, for his wise and tender fatherhood extends to
all the children of the world. When he passed through the village
streets of his own country, little ones came running from every
doorstep; the babies clinging to his knees and the older ones hanging
about his neck and refusing to leave the dear play-master, as they
called him. So the kindergartners love to think of him to-day,--the
tall spare figure, the long hair, the wise, plain, strong-featured
face, the shining eyes, and the little ones clustering about him as
they clustered about another Teacher in Galilee, centuries ago.

Froebel's educational creed cannot here be cited at length, but some
of its fundamental articles are:--

The education of the child should begin with its birth, and should be
threefold, addressing the mental, spiritual, and physical natures.

It should be continued as it has begun, by appealing to the heart and
the emotions as the starting-point of the human soul.

There should be sequence, orderly progression, and one continuous
purpose throughout the entire scheme of education, from kindergarten
to university.

Education should be conducted according to nature, and should be a
free, spontaneous growth,--a development from within, never a
prescription from without.

The training of the child should be conducted by means of the
activities, needs, desires, and delights, which are the common
heritage o